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Department of Spanish and Portuguese Studies University of Florida SPN 1131: Beginning Spanish II Summer A 2016 Spanish & Portuguese Studies Department: http://www.spanishandportuguese.ufl.edu Syllabus available for download and printing: http://bit.ly/UFldsp
Instructor: Section: MSL course code: Office: Office hours: Telephone: Email:
All 1000-level SPN classes in the Department of Spanish and Portuguese Studies are taught in hybrid format. Hybrid courses are defined as classes in which instruction takes place in a traditional classroom setting augmented by computer-based or online activities, which can replace classroom seat time. While we maintain that human interaction is absolutely essential in learning and using a language, we also believe that advances in technologies have enabled us to reach a point where students can accomplish a great deal working on their own, reserving class time for true communication and interactive learning.
These classes are 5 credit courses and meet every day (Monday-Friday) in Summer A, with supplemental instructional activities to be done at home to constitute the other two credits. Although the course requires reduced face-to-face class time, your success and learning require SUBSTANTIAL commitment, self- discipline, and study both in and out of class in this INTENSIVE course! The level of proficiency you attain will depend largely on what you put in to your learning. Please be sure to read the “Methodology and Activities” section of this document for tips on succeeding in a hybrid learning format.
REQUIRED MATERIALS ¡Anda! Elemental, 2 nd edition package. This package includes everything you need for the course and can be purchased at any local bookstore. It is available in a 3-ring binder. No used copies are available, and a 1st edition copy will not be acceptable. A printed copy of this syllabus, available at http://bit.ly/UFldsp A reliable computer. Check MySpanishLab tune-up for browser specifications. A sound card and speakers or headphones. A hi-speed modem (Cable or DSL strongly recommended to download audio and video without delays). A dependable Internet Service Provider (ISP). A UFL e-mail address that you check daily and keep under quota. Instructors will send emails to the class via their listserv.
RECOMMENDED MATERIALS A good quality Spanish-English dictionary, such as University of Chicago. 601 Spanish Verbs book, available at most major booksellers. A good quality computer microphone (external is preferable to built-in to avoid background noise).
PREREQUISITES There are no prerequisites for SPN 1131 (though to have a chance at being successful students should have passed SPN 1130 or equivalent). Students are strongly encouraged to review the Spanish Placements webpage (http://spanishandportuguese.ufl.edu/undergraduate-programs/lower-division-spanish- program/spanish-placement/) to make the best choice for which Spanish course to take. Students who are native or heritage speakers of Spanish or grew up speaking Spanish with family and friends must consult with the director of the Bilingual Program, Susana Braylan ([email protected]) in order to remain in any SPN 1000-level course. GOALS The primary goal of the Beginning Spanish courses is to offer students an introduction to basic communicative 2 skills in Spanish while developing an awareness and appreciation of Hispanic/Latino cultures. The courses take their goals from the Standards for Foreign Language Learning in the 21st Century, also known as the 5 Cs, which focus on five general areas: Communicating in Spanish Gaining knowledge and understanding of cultures of the Hispanic world Connecting with other disciplines and acquiring new information Developing awareness of similarities and differences (comparisons) among language and culture systems around the world Using Spanish to participate in communities at home and around the world
METHODOLOGY AND ACTIVITIES This course stresses communication skills in Spanish. Every effort will be made to make this class student- centered. To help students succeed in this course, the class will engage in a variety of activities and assignments, including but not limited to activities such as the following: Practice and communication using vocabulary and grammar learned in oral and written modes Sociolinguistic practice and functions through communicative activities (pair and group work) Reading activities and exercises, such as pre- and post-reading, intensive and extensive reading Writing activities ranging from short paragraphs to developed compositions Integration of skills in projects and tasks, in small groups or as a class Video/audio/computer exercises, presentations, and discussions
A note about “hybrid” classes (see pp. 16-18 below for more information on MSL) The keys to success in this class are generally the same as those in any other class. However, given the nature of hybrid classes, in which you will be responsible for covering a good deal of material on your own, there are some things that you should keep in mind this semester. Perform the MySpanishLab browser tune-up immediately, and any time you start to experience problems. ANY other technological problems with MySpanishLab should be handled by contacting their tech support (http://247pearsoned.custhelp.com) AT THE FIRST SIGN OF TROUBLE. The ‘chat’ feature is the fastest way to get help and to document communication with Pearson. Be very careful in managing your time. Set aside specific times each week to complete class activities. It is your responsibility to cover all the required material before class, and if you do not it is likely that you will not get as much out of the class meeting as you should. Expect electronic glitches, power outages, or the like, and plan ahead. Don’t wait until the last minute to submit your work. The deadline for all work to be submitted in MSL is 9:30 a.m. the day of class. Quizzes are due by 11:59 p.m. on the date indicated on the calendar. There are no exceptions. Any technological problems that cause you to miss a deadline must be documented through tech support with an official incident number before your instructor can consider accepting your work late. Some of the MySpanishLab activities you will be assigned will not have any task to complete, but simply require you to go through a tutorial or practice on your own. While it may be impossible for your instructor to grade you on completing these tasks, it is in your best interest to complete them just as thoroughly and carefully as you would complete any other graded activity. These types of practice are just as important as any other activity. It is especially important to be consistently prepared for and actively involved in all class meetings, since there are fewer of these than in traditional classes. Class time will be spent primarily on communicative activities, pair work, etc. However, your instructor will always make sure there are no vocabulary or grammar questions from the homework before moving on, so as you do your exercises be sure to take note of any confusion or questions you have so you can bring them to class. Don’t be shy! The more willing to share, talk and interact with your instructor and your classmates you are, the more you will get out of your class time. And don’t worry, everyone feels the same way, even if they don’t show it! 3
ASSESSMENT The final grade scale is as follows: A = 100-93 C(S) = 76-73 NOTE: A grade of C- will not be a qualifying A- = 92-90 C-(U) = 72-70 grade for major, minor, Gen Ed, Gordon Rule B+ = 89-87 D+ = 69-67 or Basic Distribution Credit courses. For B = 86-83 D = 66-63 further information regarding passing B- = 82-80 D- = 62-60 grades and grade point equivalents, please C+ = 79-77 E = 59-0 refer to the Undergraduate Catalog at (http://www.registrar.ufl.edu/catalog/polic ies/regulationgrades.html).
The assessment categories below will be measured according to three major criteria of language performance: accuracy, fluency, and complexity. Testing procedures will be representative of the type of language instruction offered through classroom and web-based practice. You will be evaluated based on your achievement of the course goals (above) and the following criteria:
Student Preparation and Participation 10% Exams (2) o Midterm (in one class) 14% o Final (in 2 classes) 16% Online Chapter Quizzes (5) 10% MySpanishLab SAM Homework 15% Written Component: o 3 written practices 7.5% o Composition with revisions 10% Oral Component: o Effective Communication Assessments (1) 5% o Oral exam (2) 12.5% 100% COMPONENTS Attendance policy You must be exposed to Spanish and use Spanish regularly in order to learn Spanish. That is, you must be in class! For that reason, attendance is required and will be taken on a daily basis. You will be allowed TWO UNEXCUSED ABSENCES for which no documentation or excuse is required. After the SECOND unexcused absence ONE PERCENTAGE POINT PER ABSENCE will be deducted from your final grade. If you are absent the day of a test, quiz, oral exam or composition, you will receive a 0 on that assignment. There are no make-ups and no exceptions. Three late arrivals and/or early departures will count as one absence.
Assignments are due on the day indicated, regardless of whether or not you are in class that day. If you miss class, arrange for your assignment to get to your instructor’s mailbox in 170 Dauer Hall before your scheduled class time. There are no make-ups and no late work will be accepted. Make sure to get the name and phone number of a classmate, as you are responsible for finding out about any changes in the syllabus or any additional assignments announced in your absence.
In the case of university-approved absences (i.e., illness, university-sanctioned events, etc. – refer to your undergraduate catalog), you must provide official documentation to your instructor within a week after the absence in order to be excused. If you do not do so, the absence will be unexcused! Any work missed due to excused absences will be handled on a case-by-case basis in conjunction with advice from the program administrator. Student Preparation and Participation (See the rubric at the end of the syllabus) Maximizing your language learning involves a lot of preparation outside of class as well as active participation in 4 class. Your grade in this category involves a number of variables, including but not limited to: 1* Evidence of your daily preparation for each class. 2* Your use of Spanish in the classroom 3* Your willingness to participate actively in all class activities 4* Your cooperation during group and pair work 5* Your respect and attitude toward the class and your support for the learning process of your peers 6* Your instructor will likely assign written or oral homework, in-class work, and/or administer quizzes that will be collected, evaluated, and counted towards your daily preparation for class. 7* The use of electronic equipment during class for anything other than participating in class activities is prohibited unless otherwise indicated by your instructor. Using a cell phone during a composition or test will result in a zero on that assignment.
Student preparation and participation grades will be posted and updated on MSL two times during Summer A. See dates on the calendar.
EXAMS (See information on MSL Course Materials Evaluaciones) There will be two written exams administered face-to-face, a midterm and a final. The midterm exam will be given during one class period and the final exam will be given over the last two days of class (see Calendar for specific dates). The goal of the exams is to assess your ability to assimilate what you have learned about Spanish grammar, vocabulary, language, and culture. You are also expected to critically respond to and analyze the topics covered in class and in the texts. Tests will consist of writing, listening, and reading sections in which your overall knowledge of the course material is evaluated. Both the midterm and the final exam are cumulative. Tests are not curved and no make-up tests will be given. NO DEVIATION OF THE TEST SCHEDULE WILL BE ALLOWED, UNDER ANY CIRCUMSTANCES; this means NO early or late exams. It is YOUR responsibility to ensure that you will be present for both scheduled exams.
ONLINE CHAPTER QUIZZES In order to periodically assess your learning of the material, there will be an online quiz at the end of each chapter, administered through MySpanishLab. You will take a total of 6 quizzes and the lowest grade will be automatically dropped. These quizzes will be scheduled to be completed within a 39 hour time period following the completion of each chapter’s material in class (see Calendar below for details). While you will be allowed to use your class notes to help you complete the quizzes, you will not be able to access and online materials or your e-book. The quizzes are timed (50 minutes) so that it is in your best interest to work on your own. The quizzes are designed to be able to be completed successfully if you have been diligent about doing your MySpanishLab activities and attending and participating in class, and well-prepared students will not need to use valuable time consulting additional resources. If you are not satisfied with your grade on a quiz, you can retake each quiz once, within the 39 hour time period it is assigned, in order to get a higher grade. So don’t wait until the last minute to take it the first time! A green flag appears on the calendar the day each quiz becomes available at 8:00 a.m., and you must complete it before the 11:59 p.m. deadline the following day. If you believe a correct answer has been scored incorrectly, alert your instructor immediately. Your grade on the quiz will appear in the Gradebook. Practice tests are available in each chapter on MSL Course Materials Chapter Additional Practice Practice test with study plan.
MYSPANISHLAB ACTIVITIES AND HOMEWORK You will be assigned a variety of homework assignments from the MySpanishLab site, consisting of readiness checks, tutorials, grammar exercises, listening and writing practice, etc. You are responsible for completing all the assigned activities. The online exercises that are assigned will appear in the MySpanishLab calendar on the dates assigned; all MSL exercises are due by 9:30 a.m. that day (that is, before class that day). Most of these exercises are computer-graded and you will receive immediate feedback regarding your answers. Note that it is in your best interest to study the material in the book and view the assigned tutorials before you do the assigned exercises. You have a maximum of three attempts on the activities, and the highest grade of the three will be your final grade for each activity. If there are incorrect answers on your first submission a small blue bubble will 5 appear beside the answer. Click on it for a hint, review the material again, and then click on “try again” to make the correction. If your second attempt is also incorrect a “need help?” button will appear in the upper right-hand corner of that window. Click on it to review the material you got wrong, and then click on the “try again” button to make the correction. If your answer is still incorrect after three tries, the correct answer will appear when you click on the small blue bubble next to the incorrect answer, but you will no longer be able to submit an additional attempt at that point. The resulting grades of all activities assigned for each chapter will be averaged, and that score is what will be calculated as your MSL homework grade. If you believe a correct answer has been scored incorrectly, alert your instructor immediately. Note that any exercises in MSL marked “Extra Practice” are not graded.
WRITING COMPONENTS: MINI-COMPOSITIONS and COMPOSITIONS (See the rubric at the end of this syllabus + information on MSL Course Materials Evaluaciones)
You will write four (4) written practices (mini-composiciones) of approximately 100-125 words in class (see the Calendar for dates) on a topic chosen by your instructor. Only three will be graded. You’ll have approximately 1-2 minutes to read the prompt, about 12 minutes to write, and 2-3 minutes to edit your text using your book and/or notes.
In addition you will write one (1) composition of about 150 words on a topic selected by the instructor. The writing process, for the composition, will be divided into pre-writing (notes and outline) and the actual writing (first and second drafts). You will be given clear instructions about notes to prepare at home on the topic, and then in class you will prepare an outline. Using your outline, you will write the first draft of each composition in class (see date indicated in the Calendar). Before submitting your notes, the outline, and the draft, you will have time to proofread it and make corrections. Your instructor will then make written comments and mark errors (with the symbols indicated in the “Correction Code” at the end of the syllabus) on the first draft. You will then revise the composition and turn in the second version, along with the first version for the final grade on the date specified by your instructor. The second version will not be accepted without the first. You must type and double space all second drafts. You must also highlight anything that is different from the first draft, and include a word count. 3 points will be deducted for each of these requirements if unmet.
All work that you turn in for a grade must be your own original work. The use of computer- or internet-based translation programs is not allowed. NO ONE, STUDENT OR NOT, should LOOK at your composition, suggest changes, or make corrections. Any evidence of disallowed resources or work that is not a product of a student’s own intellectual process will be handled according to the student honor code policy.
ORAL COMPONENTS (See the rubrics at the end of this syllabus + information on MSL Course Materials Evaluaciones) Because effective oral communication is one of the primary goals of the beginning Spanish sequence and UF, and is often the primary goal of most beginning language students, there will be 3 assessments of your progress toward this goal: one effective communication assessment and two oral exams. Effective Communication Assessment Once during the semester the class will be divided in half and assigned one of two days scheduled for an Effective Communication Assessment. Each group will stay for the second half of class on that day and will converse in pairs (or groups of three if needed) on a variety of topics for about 35-40 minutes. The instructor will evaluate these interactions utilizing the ECA rubric by walking around the classroom, listening to and evaluating each pair/group on multiple occasions during the period in a nonintrusive manner. Oral Exams (2) For the oral exams you will be paired with a classmate to enact a dialogue. General topics will be provided beforehand to help you prepare. You will be assigned a time (during class time) to come to your classroom and perform your oral exam; you are not required to come to class on the other day designated in the calendar for the oral exam. When you arrive for your appointment you will be given the topic of your dialogue and the communicative tasks to include (e.g. discussing options and then making a decision). You will have two minutes to strategize and then five minutes to enact the dialogue. Each student´s performance will be graded according to the criteria provided in the Oral Exam rubric.
GENERAL ADMINISTRATIVE ISSUES 6
Expected Time Required (Approximate): A general guideline for the amount of time you should plan to dedicate to this and any other University course is 2-3 hours of homework per course credit hour. That’s 10-15 hours a week for this course.
Extra Credit: No extra credit will be given under any circumstances. There are NO EXCEPTIONS.
Late and Make-up Work: Tests, compositions or writing activities will not be administered EARLY UNDER ANY CIRCUMSTANCES. If you cannot take an announced test due to an emergency, OFFICIAL WRITTEN proof of the circumstances must be presented to your instructor no later than the day after you return to class. Medical excuses must be in writing on physician’s letterhead, and must have a statement “could not attend class", as well as the inclusive dates in which the student could not attend. A receipt from a physician or ER is not acceptable. Acceptable funeral excuses are a letter from a funeral home, or clergy person, on letterhead, indicating attendance at the funeral or service. At the Administrative Coordinator’s discretion, an average of two tests may substitute for a make-up.
Incompletes: The Lower Division Spanish Program abides by the University policy on Incomplete grades (http://www.registrar.ufl.edu/staff/grades.html#incomplete) and we will NOT assign any I grades except under truly exceptional extenuating circumstances. You MUST arrange a meeting with your instructor and with the Administrative Coordinator, Prof. Antonio Gil, if you believe your situation qualifies for consideration
S/U Option: You are free to take this course S/U if you desire, even if you are a major or minor (the first course that counts towards the degree and that therefore must be taken for a grade is 2240). Here is what you must do: Print out a S/U form from: http://www.registrar.ufl.edu/pdf/SUgradeoption.pdf. Fill out the top portion completely and sign on line #4. Obtain the relevant signatures. Signatures #1 and #2 can be obtained from 170 Dauer Hall during business hours. Signature #3 should be the last one, which can be attained by visiting college dean’s office. Incomplete forms will not be signed by the department nor the college. Please be aware that the S/U deadline is May 18, 2016. You can only take 1 course S/U per term. Use of technology: Use of MSL and email are essential elements of this class. MSL serves as the course text / workbook and should be viewed and used daily. Email may be used to communicate with the instructor and other class members, and thus you are required to check your UF email daily. In class, the use of cell phones, pagers, iPods or mp3 players and all other electronic equipment during class is prohibited unless explicitly indicated by your instructor. All equipment should be silenced and off of desks. Any evidence of active cell phone and/or similar equipment use not related to a class activity will result in an automatic zero in participation for that day. Using a cell phone or any other technology not explicitly approved by the instructor during a composition or test will result in a zero on that assignment.
CLASSROOM DISPUTES Any classroom issues, disagreements or grade disputes should be discussed first between the instructor and the student. If the problem cannot be resolved contact Prof. Jennifer Wooten ([email protected], 249 Dauer Hall) during Summer A or Prof. Antonio Gil ([email protected], 160 Dauer Hall) during Summer B. They will require documentation of the problem as well as all graded assignments for the semester. Final grades cannot be changed unless there is an error. Students must present the graded materials as evidence that a mistake was made.
UNIVERSITY POLICIES 7
Academic Integrity: All students are required to abide by the Academic Honesty Guidelines, which have been accepted by the University. The UF Honor Code reads: We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honesty and integrity. On all work submitted for credit by students at the University of Florida, the following pledge is either required or implied: “On my honor, I have neither given nor received unauthorized aid in doing this assignment.” For more information on types of academic violations and the process should one be charged with committing an academic violation, please refer to https://www.dso.ufl.edu/sccr/process/student-conduct-honor-code/.
Accommodations: Students requesting classroom accommodation must first register with the Dean of Students Office. The Dean of Students Office will provide documentation to the student who must then provide this documentation to the Instructor when requesting accommodation. For more information see http://www.dso.ufl.edu/drc.
Counseling and Wellness: A variety of counseling, mental health and psychiatric services are available through the UF Counseling and Wellness Center, whose goal is to help students be maximally effective in their academic pursuits by reducing or eliminating emotional, psychological, and interpersonal problems that interfere with academic functioning. The Center can be found online at http://www.counseling.ufl.edu/cwc or reached by phone at 392-1575.
Course Evaluations Students are expected to provide feedback on the quality of instruction in this course based on 10 criteria. These evaluations are conducted online at https://evaluations.ufl.edu. Evaluations are typically open during the last two or three weeks of the semester, but students will be given specific times when they are open. Summary results of these assessments are available to students at https://evaluations.ufl.edu/results.
COURSE FEE Upon registration, you were charged a $1.00 fee by the Spanish and Portuguese Studies department to enroll in this course. Those funds are used to cover the costs of copying materials used in assessment and evaluation throughout the semester. Additional course fees were charged by the Language Learning Center (http://www.clas.ufl.edu/llc) for the maintenance and upkeep of their resources and equipment for all language students. 8 CALENDARIO La identidad - ¿Quién soy? ¿Cómo es mi vida? ¿Cómo es en comparación con las vidas de otros?
MSL Online homework on these topics is Online Chapter Textbook always due at 9:30 a.m. the day of class Assessments Date Check the MSL calendar (due at 11:59) (Additional information on the course) 9 mayo Capítulo Pre pp. 226- Purchase book! Enroll in MSL and check for assignments immediately! B 243 The note on 5/09 on MSL lists the suggested activities that you should complete prior to today’s class (due on 5/11).
Repaso: plurales / artículos / interrogativos / estar / gustar / tener / saber v. conocer / tener que 10 Capítulo Pre pp. 244- ir + a + infinitivo/ ser v. estar/ demostrativos/ Cap. Pre B Online B 253 progresivo quiz ¿Cómo andas? y Repaso Cap. Pre B 11 Capítulo 7 pp. 254- ¡A comer! / ¿Qué como? ¿Por qué? 262 vocabulario / complemento directo 12 Capítulo 7 pp. 263- pretérito (parte 1) / pretérito (parte 2) / 280 lectura
(Review information on mini-composiciones in the “Written Components” section in the syllabus.) 13 Capítulo 7 pp. 281- cultura de Chile y Paraguay (videos and/or Cap. 7 Online 285, 289- reading supplied by instructor) / Repaso Cap. 7 quiz 291 Mini-composición – Cap. 7 (opcional según el instructor / feedback only)
16 Capítulo 8 pp. 292- ¿Qué te pones? / ¿Cómo me expreso por la 301 ropa?
vocabulario / complemento indirecto
(Prior to class, review information on the ECA in the “Evaluaciones” folder.) 17 Capítulo 8 pp. 302- directo + indirecto / gustar / verbos como 308 gustar
(Sign up for the ECA in class.) 18 Capítulo 8 pp. 309- construcciones reflexivas / lectura / el 320 imperfecto 19 Capítulo 8 pp. 321- cultura de Argentina y Uruguay (videos and/or Cap. 8 Online 325, 329- reading supplied by instructor) / Repaso Cap. quiz 331 8
Mini-composición – Cap. 8 9
MSL Online homework on these topics is Online Chapter Textbook always due at 9:30 a.m. the day of class Assessments Date Check the MSL calendar (due at 11:59) (Additional information on the course) 20 Capítulo 9 pp. 332- Estamos en forma / ¿Cómo me cuido? 345 vocab. / complementos + reflexivos
(Prior to class, review information on the Oral Exam 1 in the “Evaluaciones” folder.)
Effective Communication Assessment (grupo 1)
23 Capítulo 9 pp. 346- ¡Qué! y ¡Cuánto! / pretérito + imperfecto 354 (Sign up for the Oral Exam 1 in class.)
Effective Communication Assessment (grupo 2)
24 Capítulo 9 pp. 356- lectura / expresiones con hacer + repaso pret. 362 v. imp. 25 Capítulo 9 pp. 363- cultura de Perú, Bolivia y Ecuador (videos Cap. 9 Online 365, 369- and/or reading supplied by instructor) / quiz 371 Repaso Cap. 9 Participación Mini-composición – Cap. 9 Round #1 26 Oral Exam 1 (Día 1) (Appointments totaling 75 minutes) (Review information on the midterm exam in the “Evaluaciones” folder. Study!) 27 Oral Exam 1 (Día 2) (Appointments totaling 75 minutes) (Review information on the midterm exam in the “Evaluaciones” folder. Study!)
30 mayo Memorial Day! No class! 31 MIDTERM EXAM 1 junio Capítulo 11 pp. 410- El mundo actual / ¿Qué creo del mundo 425 actual y mi papel en él? vocabulario / lectura / subjuntivo
(Review information on mini-composiciones in the “Written Components” section in the syllabus.) 2 Capítulo 11 pp. 426- vocabulario / por v. para 432 3 Capítulo 11 pp. 432- preposiciones / pronombres preposicionales / 437 Mini-composición – Cap. 11
(Review information on la Composición in the “Evaluaciones” folder)
6 Capítulo 11 pp. 438- cultura re: Cuba, Puerto Rico y la República Cap. 11 Online 10 MSL Online homework on these topics is Online Chapter Textbook always due at 9:30 a.m. the day of class Assessments Date Check the MSL calendar (due at 11:59) (Additional information on the course) 443, 447- Dominicana (videos and/or reading supplied quiz. 449 by instructor) / Repaso Cap. 11 7 Composición 8 ¡Viajemos! / ¿Cómo me permiten los viajes expresarme y tener experiencias nuevas? Capítulo 10 pp. 372- 382 vocabulario / mandatos informales
(Prior to class, review information on the Oral Exam 2 in the “Evaluaciones” folder.) 9 Capítulo 10 pp. 383- mandatos formales / lectura / vocabulario / 394 otras formas del posesivo
(Sign up for the Oral Exam 2 in class.) 10 Capítulo 10 pp. 394- comparativos y superlativos / Mini- 398 composición – Cap. 10
13 Capítulo 10 pp. 399- cultura de Colombia y Venezuela (videos Cap 10 online 403, 407- and/or reading supplied by instructor) / quiz 409 Repaso Cap. 10-11
14 Oral Exam 2 (Día 1) (Appointments totaling 75 minutes) (Review information on the final exam in the “Evaluaciones” folder. Begin to study!) 15 Oral Exam 2 (Día 2) (Appointments totaling 75 minutes) (Review information on the final exam in the “Evaluaciones” folder. Begin to study!)
Class evaluations available at https://evaluations.ufl.edu : 11-17 junio
16 Capítulo 12 450-471 Reflexión y repaso, Cap. Pre B – 12 (énfasis Cap. Participación 10-11) Round #2
Listening portion of the final exam 17 Written portion of final exam in class 11
Rubric: Participation Name ______Round #______• Participation in class involves a number of variables, listed in the rubric below. • Participation grades will be assessed approximately throughout the semester and included on the online gradebook. You may ask your instructor for details on your participation grades at any time. • Your instructor will assign written homework that will be collected and graded; these assignments form part of your participation grade. Your instructor reserves the right to administer pop quizzes on grammar, vocabulary etc. in order to assess students’ preparation. These grades also form part of your participation grade. The use of cell phones, pagers, iPods or mp3 players and all other electronic equipment during class is prohibited unless otherwise indicated by your instructor. All equipment should be silenced and off of desks. Any evidence of active cell phone and/or similar equipment use will result in an automatic zero “Citizenship” for that participation round. Using a cell phone during a composition or test will result in a zero on that assignment.
TOTAL: Exceeds Expectations Meets Expectations Approaches Expectations Does Not Yet Meet ____ / 25 Expectations Classroom (+12) I participated fully in every class (+10) I participated fully in every (+8) I mostly participated in the assigned (+6) I did little in terms of class activity, not only completing each task, activity, completing all parts of every classroom tasks, but occasionally participation, showing an Involvement but going beyond the tasks to be assigned task. showed a lack of effort or interest that unwillingness to complete creative and take risks with the caused me to not fully complete every classroom tasks. language. assignment. Use of (+7) I exclusively used Spanish with my (+6) I mostly used Spanish with my (+5) My classroom speech was a mix of (+3) I made little effort to use teacher and peers during classroom teacher and peers during classroom Spanish and English. I used Spanish for Spanish in the classroom, using Spanish time, showing a willingness to time and rarely resorted to English the assigned activities, but resorted to mostly English instead. Even in submerse myself in the language, even rather than risk making a mistake in English as soon as a misunderstanding communicative activities, I used if I make mistakes. I use various Spanish. occurred. English consistently or refused to strategies of circumlocution and body speak Spanish altogether. language to make myself understood. Preparedness (+3) I always come to class fully (+2.5) I always come to class fully (+2) I usually come to class fully (+1.5) I rarely or never come to prepared with all necessary materials. prepared, with access to the textbook prepared with access to the textbook class with the materials I need to Furthermore, I display this preparation and any other resources I need to have and any other resources I need to have have success. clearly by asking questions and success in the classroom. success in the classroom. participating in class discussion. Citizenship (+3) I am respectful to the instructor (+2.5) I am respectful to my instructor (+2) I am respectful to my instructor and (0) I may show disrespect to my and to my peers and show a willingness and peers and occasionally show an peers, but mostly keep to myself in the instructor or peers, an to help the students around me and add effort to help the students around me. classroom. I never use my cell phone in unwillingness to cooperate with to the positive classroom culture. I never use my cellphone in the class. other students, or use my I never use my cell phone in the classroom. cellphone in the classroom. classroom. 12
Additional comments: 13
CODES USED IN CORRECTING COMPOSITION
Your instructor will return your compositions having underlined words/phrases/sentences that need to be corrected. Above each underlined section there will be a symbol from the list below, which will indicate to you how to revise that portion of the composition.
SYMBOL ERROR TYPE EXAMPLE (INCORRECT) EXAMPLE (CORRECTED) O Spelling error huego juego Accent mark error dia día A arból árbol Agreement error Ellas son simpática Ellas son simpáticas C (gender or number) La día El día Incorrect verb form Me gusta nadando Me gusta nadar FV or conjugation Yo sabo eso Yo sé eso TV Incorrect verb tense Ayer estudia Ayer estudió Incorrect or missing Pagó diez dólares para este Pagó diez dólares por PP preposition libro este libro Trabajo a la tienda Trabajo en la tienda Missing or incorrect Las son mis amigas Ellas son mis amigas pronoun or relative Gusta bailar a él A él le gusta bailar pronoun Los estudiantes quienes Los estudiantes que PR viven en la Florida viven en la Florida Los estudiantes sus padres Los estudiantes, cuyos no viven en la Florida padres no viven en la Florida Lexical error, wrong Somos cansados Estamos cansados LX word choice, or Yo lata mosca Yo puedo volar dictionary error Unintelligible Rewrite the section in [brackets] because it is [ ?] English phrase or incomprehensible or because it is not expressed that construction way in Spanish. False cognate X Omit whatever element is crossed out ^ Insert missing element where mark indicates + Used to indicate two (or more) errors in the same construction
¡OJO! Always consult this list of symbols when making corrections to your written work. Corrections should be made with a dictionary, verb book, textbook, class notes, etc. Do NOT use translators (which are generally terrible)! Do NOT ask friends or family for help! 14
Rubric: Composition Name ______Task: ______TOTAL: Exceeds Expectations Meets Expectations Approaches Expectations Does Not Yet Meet ____ / 73 Expectations (mini-composition w/ no revisions) ____ / 100 (Composition w/ revision) Content (+35) I had a clear focus that (+30) I had a clear focus in my (+25) I stayed within the topic, and my (+22) I strayed from the topic or only addressed the prompt, used composition that addressed the prompt, intentions were clear, but I didn’t use addressed it superficially, without appropriate examples and used appropriate examples and enough examples or include enough using concrete examples. My point information, and made a point. I also information, and made a point. information to actually make the point I was not clear. elaborated on the topic, going needed to make to sufficiently address beyond the prompt in a meaningful the prompt. way. Vocabulary (+16) I used a variety of vocabulary (+14) I used a variety of vocabulary (+12) I used a limited number of (+10) I used few to none of the words from multiple textbook words from the relevant chapter(s) in vocabulary words from the relevant relevant vocabulary items, often chapters and/or even other sources in order to appropriately describe the chapter(s), and the words I did use using incorrect translations, or order to give the reader a vivid situation addressed by my composition. helped me stay on topic. My writing including English words. I did not picture of the situation that I wrote would have been stronger if I had a have the vocabulary resources about. broader command of the relevant necessary to complete the task. vocabulary. Grammar (+16) I used a variety of grammatical (+14) I used a variety of grammatical (+12) I used a limited set of grammatical (+10) I showed a lack of control over structures from all of the material structures, especially showing structures from the relevant chapter(s). the majority of the grammatical covered so far in the course. My understanding of the current There are some structures that I showed structures from the relevant grammar included very few errors for grammatical themes of the class in order control over, but others that I frequently chapter(s). These errors caused my level. to appropriately describe the situation struggled with throughout the text. At significant portions of my text to be addressed by my composition. I may least once, these errors impeded incomprehensible. have some errors, but these errors are comprehensibility. not consistent and do not greatly impede comprehensibility. Style and (+6) I organized my text in a way that (+5) I organized my text in a way that (+4) I produced a text that was roughly (+3) I did not organize my logically made sense. Additionally, I logically made sense and flowed well organized by topic, but included choppy information in a logical way, and as a Organization used a variety of transition words and from one topic to another. It was clearly or unclear transitions between result, the reader frequently got lost, phrases between paragraphs that divided into paragraphs. paragraphs. or had to make an extra effort to see allowed me to achieve a flow that is the connections between my impressive for my level. thoughts. Editing and (+27) My revisions show an (+24) I revised all identified errors and (+20) I revised most of the identified (+10) I left a large number of errors outstanding level of improvement suggestions in an appropriate manner. errors and suggestions in an appropriate and suggestions uncorrected, or did Revisions over the original draft, and all manner. not correct errors appropriately. identified errors and suggestions 15
were revised appropriately.
Additional comments: Rubric: Effective Communication Assessment Name ______Task: ______TOTAL: Exceeds Expectations Meets Expectations Approaches Expectations Does Not Yet Meet ____ / 100 Expectations
Conversationa (+50) I maintained the flow of (+45) I maintained the flow of (+41) I largely maintained the flow of (+35) I did not contribute to the flow conversation by staying on topic, asking conversation by staying on topic, asking conversation, but at times was unable to of conversation, and instead merely l Skills follow-up questions, and using strategies follow-up questions, and using strategies ask follow-up questions, or was unable “reacted” to questions posed directly like circumlocution (describing a word I like circumlocution to help move the to continue the conversation without by my partner. I frequently had to can’t recall) to move the conversation conversation forward. resorting back to English or changing resort to English or was entirely forward. Additionally, I helped my the topic. unable to address the questions with partner when they were struggling by relevant answers in Spanish. supplying vocabulary or by providing sample answers for them to model. Content (+23) I not only achieved my (+20) I stayed within the prompt and (+16) I achieved parts of my (+12) I was unable to achieve the communicative goal, but also included achieved the communicative goal that I communicative goal, but may not have communicative goal established in the other relevant details in order to make the set out to achieve. That is, I could talk completely addressed all portions of the prompt. That is, I couldn’t talk about conversation more interesting to me and about the themes and situations prompt. There may be some ideas that the themes or situations required in my partner. I was creative and went required in the prompt. were not effectively transmitted the prompt. beyond the studied themes. between me and my partner. Vocabulary (+10) I used a variety of vocabulary words (+8) I used a variety of vocabulary words (+6) I used a limited number of (+3) I used few to none of the relevant from multiple textbook chapters and/or from the relevant chapter(s) in order to vocabulary words from the relevant vocabulary items, often using even other sources in order to interact appropriately describe the situation I chapter(s), and the words I did use incorrect translations, or including with the listener and give him/her a vivid was discussing. helped me stay on topic. My English words. I did not have the picture of the situation I was discussing. conversation would have been more vocabulary recourses necessary to effective if I had a broader command of complete the task. studied vocabulary. Grammar (+10) I used a variety of grammatical (+8) I used a variety of grammatical (+6) I used a limited set of grammatical (+3) I showed a lack of control over structures from the entirety of the structures, especially showing structures from the relevant chapter(s). the majority of the grammatical material covered to date. My grammar understanding of the current There are some structures that I showed structures from the relevant included very few errors for my level. grammatical themes of the class in order control over, but others that I chapter(s). These errors caused to appropriately describe the situation I frequently struggled with throughout significant portions of my was discussing. I had some errors, but the conversation. At least once, these conversation to be incomprehensible these errors were not constant and did errors impeded comprehensibility. to the listener. not greatly impede comprehensibility. Pronunciation (+7) My pronunciation was impressive for (+6) My pronunciation was clear and did (+4) My pronunciation was generally (+2) My pronunciation significantly my level, and my pronunciation was not frequently prevent the listener from clear, but several mispronunciations impeded the extent to which the never the cause for misunderstanding. understanding me. caused the listener to ask for listener could understand me. clarification. Additional comments: 16
Rubric: Oral Exam Name ______Task: ______TOTAL: Exceeds Expectations Meets Expectations Approaches Expectations Does Not Yet Meet ____ / 100 Expectations
Content (+50) I not only achieved my (+45) I stayed within the prompt and (+42) I achieved parts of my (+36) I was unable to achieve the communicative goal, but also included achieved the communicative goal that I communicative goal, but may not have communicative goal established in other relevant details in order to make the set out to achieve. completely addressed all portions of the the prompt. conversation more pleasant for me and my prompt. There may be some ideas that partner. were not effectively transmitted between the two parties. Vocabulary (+15) I used a variety of vocabulary words (+13) I used a variety of vocabulary (+10) I used a limited number of (+6) I used few to none of the from multiple textbook chapters and/or words from the relevant chapter(s) in vocabulary words from the relevant relevant vocabulary items, often even other sources in order to interact order to appropriately describe the chapter(s), and the words I did use using incorrect translations, or with the listener and give him/her a vivid situation I was discussing. helped me stay on topic. My including English words. I did not picture of the situation I was discussing. conversation would have been more have the vocabulary resources effective if I had a broader command of necessary to complete the task. studied vocabulary. Grammar (+15) I used a variety of grammatical (+13) I used a variety of grammatical (+10) I used a limited set of grammatical (+6) I showed a lack of control structures from the entirety of the structures, especially showing structures from the relevant chapter(s). over the majority of the material covered to date. My grammar understanding of the current There are some structures that I showed grammatical structures from the included impressively few errors for my grammatical themes of the class in order control over, but others that I relevant chapter(s). These errors level. to appropriately describe the situation I frequently struggled with throughout caused significant portions of my was discussing. I may have some errors, the conversation. At least once, these conversation to be but these errors are not constant and do errors impeded comprehensibility. incomprehensible to the listener. not greatly impede comprehensibility. Conversationa (+13) I maintained the flow of (+10) I maintained the flow of (+7) I largely maintained the flow of (+5) I did not contribute to the conversation by staying on topic, asking conversation by staying on topic, asking conversation, but at times was unable to flow of conversation, and instead l Skills follow-up questions, and using strategies follow-up questions, and using strategies ask follow-up questions, or was unable merely “reacted” to questions like circumlocution to move the like circumlocution to help move the to continue the conversation without posed directly by my partner. I conversation forward. Additionally, I conversation forward. resorting back to English or changing frequently had to resort to English helped my partner when they were the topic. or was entirely unable to address struggling by supplying vocabulary or by the questions with relevant providing sample answers for them to answers in Spanish. model. Pronunciation (+7) My pronunciation was impressive for (+6) My pronunciation was clear and did (+4) My pronunciation was generally (+2) My pronunciation my level, and my pronunciation was never not frequently prevent the listener from clear, but several mispronunciations significantly impeded the extent to the cause for misunderstanding. understanding me. caused the listener to ask for which the listener could clarification. understand me. Additional comments: 17
Maximize Your Language Learning Using MySpanishLab
MySpanishLab offers many resources for learning Spanish, including an e-book, pronunciation guide, review materials, flash cards, video and audio materials, a glossary, user’s guide, tutorials, and many other tools to help you learn Spanish. Use them all! Using the Calendar view will always tell you what activities are due when. If you would like to explore what additional content is available to you for practice, click on “Course Materials” and select the chapter you would like to see in more detail. In the Additional Practice folder in each chapter, you will find a variety of opportunities to continue practicing on your own, including flash card you can download to a smart phone or use online, various games to help you learn vocabulary, practice tests, etc. You are encouraged to use these resources regularly. Within the Chapter Resources folder of each chapter you will find downloadable media, web links for the chapter, a link to Cultura Interactive Globe with maps and country-specific videos, and the Ambiciones siniestras videos. Each chapter is preceded by a Readiness Check that assesses your knowledge of ENGLISH grammar structures and prepares you for the Spanish grammar you will study. These readiness checks are assigned in order to ensure that you are prepared for the upcoming material, but are not factored into your grade.
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If you happen to encounter technological problems with MySpanishLab, you should do the following: 1. _____ Contact Pearson tech-support (http://247pearsoned.custhelp.com) as soon as the problem happens. 2. _____ Send a copy to your instructor of all communications with Pearson. 3. _____ Save all communications with Pearson, in case they get lost in cyberspace.
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NEW USER: Get Started with Pearson’s MyLanguageLabs
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Enroll in Your Next Semester Course: Returning Student with Multi-Semester Access
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